文章基本信息

标题：Environmental perceptions, motivational beliefs and self-regulating learning by Iranian high school students
本地全文：下载
作者：Alinaghi Kharrazi ; Alinaghi Kharrazi ; Hossein Kareshki 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2010
卷号：5
页码：2160-2164
DOI：10.1016/j.sbspro.2010.07.430
语种：English
出版社：Elsevier
摘要：AbstractTo examine the correlations among environmental perceptions, motivational beliefs, and self-regulating learning of Tehran high school third-year boys, a causal model was used and 685 students were selected by multistage cluster-sampling method. The motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), Students’ Achievement Goal Orientations (Midgley, Kaplan, Middleton, Maehr, Urdan, Anderman, et al., 1998), Students’ Perceptions of Classroom Activities (Gentry, Gable, & Rizza, 2002), and Perceptions of Parents Scales (Grolnick, Deci, & Ryan, 1997) were administered. Analysis showed relations among components of self-regulating learning, family environmental perceptions, perceptions of classroom activities, and motivational beliefs. Structural equating modelling indicated the proposed model was acceptable and the fit index was not significant statistically (χ2= 123.98, GFI = .97, RSMEA = .044). All paths or structural coefficients of proposed model were significant statistically (P< .01).
关键词：self-regulating learning, environmental perceptions, and motivational beliefs